Develop a Culture of Continuous Learning in Your Organization...2. Routine - weekly, monthly,...

Develop a Culture of

Continuous Learning in Your

Organization

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October 20, 2015

Live-tweeting the webinar?

#PerformWell

Moderator:

Panelists:

Ingvild Bjornvold

Director of Strategic Initiatives

Social Solutions

3

Debra Pacchiano, PhD

Director, Research to Practice

Ounce of Prevention Fund

Jose Villarreal

Executive Director

AVANCE Houston

Teresa Derrick-Mills, PhD

Senior Research Associate

The Urban Institute

WHAT ARE WE TALKING

ABOUT?

Compliance-only vs. Learning

Source1

A Culture of Continuous Learning

• Teachable moments: When we think about opportunities for

children to learn, we see every moment as holding the potential for

learning. We can use their daily activities and routines to help them

understand new things about the world around them and to change

their behaviors.

• Continuous Quality Improvement applies the same logic to

organizational learning. If you are observing and recording, you will

find learnable moments every day that you can take action on to

improve your organizations.

Source 1

• History of improvement

efforts

• Size

• Structure

• Program characteristics

• Government mandates and guidance

• Accreditation, licensing, and

professional development systems

• Nongovernmental funders such as

foundations

• Time

Culture of Collaborative Inquiry

Leadership

• Understanddata systems

• Develop analytic capacity

• Integrate knowledge and beliefs

• Be transformational • Lead change • Communicate clearly • Motivate innovation and creativity • Distribute responsibilities

• Create safe space • Share learning • Engage partners

Continuous Cycle

Commitment

of Resources

Professional

Development

Organizational CharacteristicsEnvironment

Analytic

Capacity

• Assess data Capital

• AssessTechnological capital

• Assess human capital

• Commit leadership time

• Commit staff time

• Finance and sustain technology

Develop and revisit goals

Gather data

Analyze data

Review and synthesize

Prioritize and plan

Implement plan

Monitor performance

Evaluate

outcomes

Feedback

Continuous Quality Improvement Conceptual Framework

Source 2

Executive

Management

Middle

Management

Site

Supervisors

Education

Services

Health

Services

Family

Services

Source 3

Interlocking Cyclical Review Process

REAL CHALLENGES AND

SOLUTIONS

Strategic Plan 2013-2018 Parents are Engaged, Children are School Ready.

Families are Self-Sufficient

Our Mission

Unlocking America’s potential by strengthening families in at-risk communities through effective parent education and support

programs.

In the 2-Generation culture, the Holistic Model preserves organizational values

About AVANCE

Integration of Continuous Quality Improvement (CQI)

into Strategic Plan

Strategic priorities

BOARDSet Goals

BOARD/EX. DIR.

Review & Improve

STRATEGIC PLANNING COMMITTEE Implement

STAFF

CQI Review

STAFF

A. SUMMITS • Family Development Workers• Educators• Parents• Program Administrators• Community Partners

B. ANNUAL PERFORMANCE DATA• Children and Teacher Assessment Data • Economic Impact• Programs - Pre and Post Tests,

• (How often do they read to their child?)

C. LONGITUDINAL STUDIES • Houston and Pasadena ISD• Baylor and U. Texas, Medical Schools• Healthy Marriage, Fatherhood Random Control Trials (RCT)

COMPONENTS OF CONTINUOUS QUALITY IMPROVEMENT (CQI)

CHALLENGES

• Culture Change – Data Collection to Data Informed• Inclusion - Buy in• Time Required • Safe Space (Teachers, Food Service, Teacher Aides)• Show User Response and Actions • Board –Recommended Changes to Strategic Plan

EXAMPLES OF ANNUAL PERFORMANCE DATA USED FOR CQI

0%10%20%30%40%50%60%70%80%90%

100%

1-2 Year Olds

2-3 Year Olds

Results reviewed by committee and discussed with teacher

44

%

34

% 31

%

29

%

45

%

42

%

49

%

52

%

77

%6

8%

83

%8

6%

Early Head Start - Spring 2014/2015Performance & Growth

EXAMPLES OF ANNUAL PERFORMANCE DATA USED FOR CQI

Action - Will conduct additional training

Language Cognitive Literacy

2-3 Years old

Preschool 3

Pre K 4

10

6%

67

%

45

%

46

%

14

8%

92

%

52

%

10

7%

24

8%

15

2%

94

%

13

2%

RESEARCH FINDING ON 2-GEN

Evaluation of the AVANCE PCEP (by IDRA)

93%Of children school-ready

when entering school

90%Stayed in school compared

to Texas 67% Latinos

67%High school

retention in Texas

127%Increase in

employment

40%Parents advanced

their education

LONGITUDINAL KINDERGARTEN SCORES

0

10

20

30

40

50

60

0 AVANCE HISD

48.750.2

Mean NCE Score Stanford Reading 2013-2014

AVANCE

HISD

LONGITUDINAL DATA AVANCE-HOUSTON HISD HEAD START TRACKING STUDY

Reading Standard

70.7% 67.0%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

AVANCE District Average (2013–2014 )

% M

et S

tandard

The percentage of AVANCE (70.7%) students who met the 2014 STAARLevel II: Satisfactory (Phase-in 1) standard on the reading test was higher than the district percentage (67.0%).

Mathematics Standard

72.5%

66.0%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

AVANCE District Average (2013–2014 )

% M

et

Sta

nd

ard

The percentage of AVANCE (72.5%) students who met the 2014 STAARLevel II: Satisfactory (Phase-in 1) standard on 2013-2014 STAAR mathematics test was higher than the district percentage (66.0%).

HISD Response: The Early Childhood Department will examine through professional

collaboration with each Head Start agency the factors that influence their success.

ECONOMIC IMPACT

$-

$200.00

$400.00

$600.00

$800.00

$1,000.00

$1,200.00

$883.63

$1,160.37

Average Monthly Income at Enrollment Average Monthly Income-Current

A. CONTENT AREA STAFF SUMMIT

Ensure consistent recording and management of data

Recommend software designed to capture multiple programs

B. ADMINISTRATORS’ SUMMIT

Recommend creation of a dedicated research unit

Increase workforce program offerings

C. TEACHERS’ SUMMIT

Share data with teachers

Recommend improvements on materials and physical activity

Curriculum staff will work to improve reading scores.

SUMMIT Recommendations

Re-Affirm the value of parent engagement, increase funding for Parent Child Education Program

Expand the program to serve 240 families,165 graduates and serve 12 sites.

Define a measure for parent engagement that correlates to a child’s academic success.

Create message on impact of parent engagement on education and the economy

Present data to elected officials--federal, state and local

BOARD RECOMMENDATIONSSTRATEGIC PRIORITIES

Strategies/Action Steps Activities/Performance TargetFY 2015

Dept. Status

1.P1.S1. A. Align short-term ECE outcomes with ISD standards for Kindergarten

1. Identify the instrument that HISD is using (school readiness screening)

HS/AM 1. Complete

2.P1.S1.B Set/Meet AVANCE Kindergarten readiness standards that exceed current ISD standards

1. Confirmed that we are meeting standards2. Continue to measure outcomes 3. Complete NAEYC certification for Oxford,

Kruse and Tegeler

HS/AM 1.Complete2.Complete3.Complete

3.P1.S1.C: Educate parents on kindergarten policies, curriculum and expectations

1. Continue to provide two opportunities for activities to parents per year

2. Incorporate peer support (school choice & expectations)

HS/AMEducation Staff

1.Complete2.Complete3.Complete

4. P1:S1:D: Create opportunities for families to interact with schools before kindergarten registration

1. Implement bridge and camp program HS/FD/AM 1. Complete

STRATEGIC DASHBOARD REPORT SAMPLE

AVANCE-Houston Strategic Plan Report 2013-2018

WWW.AVANCEHOUSTON.ORG


efforts

• Size

• Structure






foundations

• Time


Leadership






Continuous Cycle

Commitment

of Resources

Professional

Development


Analytic

Capacity








Gather data

Analyze data


Prioritize and plan

Implement plan

Monitor performance

Evaluate

outcomes

Feedback


Source 2

HELPING A NETWORK LEARN

It’s amazing what they absorb before they’re five.

Mission

Gives children in poverty the best chance for success in

school and in life by researching and developing,

providing, and advocating for the highest quality early

education from birth.

Vision

High-quality early learning opportunities from birth that

prepare children for success in school and in life are an

integral part of our nation’s education system.

29

Transforming Early Education

Professionals Parents Networks

Build capacity of early learning

professionals and organizations

Broad Reaching, High-Impact Solutions

Empower parents as teacher,

advocate and nurturer

Lead program, funding, policy and systems

transformation

• 21 schools in 13 states + DC

• 3,000 vulnerable children and

families each year

• 168 leaders, 945 teachers and

100 family engagement staff

• 21 local research partners

• 14 state advocacy partners

• 15+ private sector

partnerships

A national network of partners demonstrating excellence in early childhood education

Overview

Educare Learning Network

Educare Model Framework

35

1. Led, facilitated, and sustained by site-based administrators

and supervisors

2. Routine - weekly, monthly, quarterly, annually - continuous

3. Within a community of practice and collaborative

4. Relationship- and strength-based

5. Inquiry-based: co- de- and re-construct understanding

6. Structured:

– Clear goals for professional learning/improvement

– Real and relevant examples

– Practice frameworks

– Data on children’s learning and teaching

– Protocols and norms

7. Coherently Iterative

Ingredients of Effective Job-Embedded Professional Learning

Levels and Purposes for Data-Informed Decision Making

and Practice

Individualized(e.g., child, family member, staff)

Targeted

(e.g., classroom, sub-groups of children, families, or staff needing specific supports or services)

Universal

(e.g., school-wide, agency-wide, organization-wide)

PURPOSE:

Practice or InterventionPURPOSE:

Professional Development

Strategies and Supports for

an Individual Child or Family

Strategies and Supports

for Sub-groups of

Children or Families

Strategies and

Supports for Sub-

groups of Staff

Strategies

and Supports

for All

Children or

Families

Strategies

and

Supports

for All

Staff

Strategies and Supports

for an Individual Staff

LEVELS

Multiple Sources of Data for Different Purposes and Levels

Outcome Areas with Data Sources

Child Family Program Community

Data

Le

ve

ls

Individualized

• Developmental, Sensory &

Social-Emotional Screening

Tools

• Curriculum Aligned,

Developmental Assessment

• Parent Interview/goals

• IFSP/IEP (related direct

assessment data)

• Health Records

• Attendance Records

• Family Partnership

Agreement Records

• Data from Home

Visits/Parent-Teacher

Conferences

• Data gathered in

Management

Information System

(e.g.,, Child

Plus/COPA)

• Staff Performance Appraisals

Targeted



• Health Records



Agreement Records

• Data from Home


Conferences


Management

Information System

(e.g.,, Child

Plus/COPA)

• CLASS

Universal



• Health Records



Agreement Records

• Data from Home


Conferences


Management

Information System

(e.g.,, Child

Plus/COPA)

• Program Information Report

(PIR)

• CLASS

• OHS Monitoring Protocol

• Program Self Assessment

• PFCE Self-Assessment

• GABI

• Management Information

Systems (e.g., Child

Plus/COPA)

• Community

Assessment

(CA)

• Community

Partnerships

Use of Early Learning Standards, curriculum and content goals, and

parent aspirations

Use of assessment and practice data and

parent input to inform decisions

Design of high-impact interactions, instruction,

and home-school extensions

Plan for team teaching and the documentation of

children’s experience and

learning

Intentional Planning:using standards, data, practice frameworks, inquiry, and

collaborationwith colleagues

and families

Observe

ReflectRespond

In-the-Action Teaching

The Focused Teaching Cycle

Protocol for Ambitious

Interactions

and Instruction

Deliberate Practice: socially supportive,

organized, and instructionally

meaningful teacher-child interactions

Out-of-the Action Lesson Planning

© 2012 Ounce of Prevention Fund.

All Rights Reserved.

“Leaders must protect teachers’ time so they can

reflect on the work and learn from other teams of

teachers. Leaders must exhibit trust in the teachers’

ability to develop competencies to do the work.

Leaders must support teachers with being intentional

about producing and improving positive outcomes for

children and families.”


efforts

• Size

• Structure






foundations

• Time


Leadership






Continuous Cycle

Commitment

of Resources

Professional

Development


Analytic

Capacity








Gather data

Analyze data


Prioritize and plan

Implement plan

Monitor performance

Evaluate

outcomes

Feedback


Source 2

References/Resources1. Derrick-Mills, T., Winkler, M., Healy, O., Greenberg, E. 2015. A Resource Guide for Head

Start Programs: Moving Beyond a Culture of Compliance to a Culture of Continuous Improvement. OPRE Report #2015-02. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Heath and Human Services. http://www.urban.org/sites/default/files/alfresco/publication-pdfs/2000185-Moving-Beyond-a-Culture-of-Compliance-to-a-Culture-of-Continuous-Improvement.pdf

2. Derrick-Mills, T., Sandstrom, H., Pettijohn, S., Fyffe, S., Koulish, J. 2015. Data Use for Continuous Quality Improvement: What the Head Start Field Can Learn from Other Disciplines – A Literature Review and Conceptual Framework. OPRE Report #2014-77. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Heath and Human Services. http://www.urban.org/sites/default/files/alfresco/publication-pdfs/2000079-Data-Use-for-Continuous-Quality-Improvement.pdf

3. Derrick-Mills, T. 2015. Understanding Data Use for Continuous Quality Improvement in Head Start: Preliminary Findings. OPRE Report # 2015-33. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families. U.S. Department of Health and Human Services. http://www.urban.org/research/publication/understanding-data-use-continuous-quality-improvement-head-start

4. The Ounce: Bryk, A.S., Sebring, P.B., Allensworth, E., Luppescu, S. & Easton, J.Q. (2010). Organizing Schools of Improvement: Lessons from Chicago. Chicago, IL: The University of Chicago Press.

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42

Q&A

Debra Pacchiano, PhD

Director, Research to Practice

Ounce of Prevention Fund

Jose Villarreal

Executive Director

AVANCE Houston

Teresa Derrick-Mills, PhD

Senior Research Associate

The Urban Institute

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